Basic Reading Intervention - Primitive Times
The ability to represent ideas two dimensionally is a natural human trait. Like all elements of nature, it is subject to scientific scrutiny and found bottomless. It is a talent comprised of many sub-skills. They can be described holistically but also with explicit distinction. Reading breaks down the image or code presented and extracts meaning. This process is fostered by focusing on the code and also on its meaning.
" 'Phonics' (code-emphasis) requires the letters and combination of letters to be learned first, and then combined to form the word.
'Whole word'(meaning-emphasis) has the child first learn to recognize and understand the complete word or group of words in context." (Wilson, What is Reading?)
Three elements affect this process, familiarity with the image or code, background knowledge, and the reader's processing strength. This leaves the teacher three options for supporting the development of reading.
1. One may help the reader to become more familiar with the code (either word to part, or part to word).
2. One may enrich the reader's sphere of experience to support background knowledge.
3. One may support the reader's focus by breaking the task down into parts and helping the reader to chart or hold information as it is read.
Whether to offer support first for accuracy or comprehension, and what form that help should take , depends of course on where the reader is having difficulty.
Examples:
1. If a reader in primitive times were having difficult identifying a picture of a bird, one could point out the birds wings and beak in the picture. One might also have pointed out the nearby symbols for flying and eggs.
2. If a reader in primitive times were having difficulty with comprehension, one might take the reader bird watching to compare experience to text information.
3. If a reader in primitive times were still not able to apply the information given, one might point out main idea symbols, divide the task, or scaffold in other ways.
Wilson, Robert M. Teaching Reading - a History.Web. 1997-2003
http://www.zona-pellucida.com/wilson10.html#r4
" 'Phonics' (code-emphasis) requires the letters and combination of letters to be learned first, and then combined to form the word.
'Whole word'(meaning-emphasis) has the child first learn to recognize and understand the complete word or group of words in context." (Wilson, What is Reading?)
Three elements affect this process, familiarity with the image or code, background knowledge, and the reader's processing strength. This leaves the teacher three options for supporting the development of reading.
1. One may help the reader to become more familiar with the code (either word to part, or part to word).
2. One may enrich the reader's sphere of experience to support background knowledge.
3. One may support the reader's focus by breaking the task down into parts and helping the reader to chart or hold information as it is read.
Whether to offer support first for accuracy or comprehension, and what form that help should take , depends of course on where the reader is having difficulty.
Examples:
1. If a reader in primitive times were having difficult identifying a picture of a bird, one could point out the birds wings and beak in the picture. One might also have pointed out the nearby symbols for flying and eggs.
2. If a reader in primitive times were having difficulty with comprehension, one might take the reader bird watching to compare experience to text information.
3. If a reader in primitive times were still not able to apply the information given, one might point out main idea symbols, divide the task, or scaffold in other ways.
Wilson, Robert M. Teaching Reading - a History.Web. 1997-2003
http://www.zona-pellucida.com/wilson10.html#r4